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LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
LCCE/TExES Prep 5
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LCCE/TExES Prep 5

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  • Transcript

    • 1. When teacher makes a mistake...
    • 2. meet with teacher to discuss - NOT entire staff
    • 3. What data to collect before revising basic skills program?
    • 4. progress of students (patterns of effectiveness)
    • 5. what data can be used to monitor effectiveness of program?
    • 6. benchmarks, TAKS, 6wks grades
    • 7. How to determine responsibilites of new Asst Principal?
    • 8. work with AP to determine
    • 9. characteristics of new AP’s mentor?
    • 10. supportive (not evaluative)
    • 11. how should new AP introduce himself?
    • 12. mtg with all stakeholders to introduce himself
    • 13. How should new AP’s responsibiliteis be communicated to staff?
    • 14. first faculty meeting
    • 15. how to close achievement gap of SPED/subpops of SPED?
    • 16. provide before/during/ after school tutorials
    • 17. how to determine why there is a disproportionate number of SPED students?
    • 18. review identification procedures
    • 19. how to prepare staff for large number of SPED students?
    • 20. professional development on diversity
    • 21. should you remove student from SPED based on performance?
    • 22. gather info on grades, scores, enrollment, history for ARD
    • 23. staff input for increasing parent involvement?
    • 24. ask grade levels to make suggestions
    • 25. how to best communicate to increase parent involvement?
    • 26. schedule multiple open houses at variable times
    • 27. how to solicit community member suggestions for improving communication?
    • 28. select individuals who express interest in relationship with school.
    • 29. question about collabortaing with parents v. celebrating student accomplishment?
    • 30. answer is collaborating with parents
    • 31. what to do about parent letter regarding kid’s grades in teacher’s class?
    • 32. meet with teacher to discuss concerns
    • 33. principal should do what in reference to letter sent to complain a about teacher (letter sent to principal)?
    • 34. call parent to respond
    • 35. role of principal when meeting with communication committee?
    • 36. facilitator
    • 37. what should be given to parents in regards to new reading program?
    • 38. research and read-at- home materials
    • 39. what to do about parent complaints about programs during meeting?
    • 40. “i understand your concern & will meet with you after to discuss...”
    • 41. survey on communication?
    • 42. incidents of bad communication, benefits of increased communication & suggestions for improvement
    • 43. 1st step with missed AYP?
    • 44. conduct needs assessment
    • 45. how to create needs assessment?
    • 46. systematically gather data
    • 47. addressing staffing gap - focus on?
    • 48. adequate staff, manageable class sizes, safe, supportive, efficient environment
    • 49. how to respond to budget cuts, determine which courses to cut?
    • 50. meet with dept heads to analyze course offerings and present enrollment
    • 51. factors when determining which teachers to retain or cut?
    • 52. certification and effectiveness
    • 53. how to determine which courses to eliminate?
    • 54. offerings, enrollment, rationale for change
    • 55. funding a mandated course?
    • 56. ask teachers to look for source of funding
    • 57. first step for kids in a fight
    • 58. send all kids involved to nurse
    • 59. when conflict between rater and teacher, what do you do?
    • 60. act as second appraiser
    • 61. if there are no qualified teachers for an elective?
    • 62. remove the course
    • 63. rebuilding morale within school?
    • 64. involve teachers in decisions and CIP
    • 65. improving team communication when disparity among performance?
    • 66. have teachers reflect on their own communication
    • 67. how to close performance gap within grade level team?
    • 68. weekly team meeting to collaborate

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